USAID/ETHIOPIA IMPACT EVALUATION OF READING FOR ETHIOPIA'S ACHIEVEMENT DEVELOPED COMMUNITY OUTREACH (READ CO) PROGRAM BASELINE REPORT

The program focuses on the Amhara and Oromia regions, where literacy rates are particularly low. The baseline report, conducted in May 2016, provides an overview of the current state of reading skills among children in these regions. The evaluation design involved a sampling process that included 1,200 schools and 12,000 students. The baseline data collection consisted of household, teacher, and school administrator surveys, as well as the Early Grade Reading Assessment (EGRA) and student survey. The EGRA assesses reading skills in five areas: letter and fidel name knowledge, initial sound identification, meaningless word decoding, oral passage reading, and listening passage comprehension. The baseline results indicate that children in both Amhara and Oromia regions face significant challenges in reading. Parental perception of children's ability to read simple sentences is low, with only 22% of parents in Amhara and 15% in Oromia reporting that their children can read simple sentences. Teachers also report that children are struggling to read sentences and are at grade level, with only 30% of teachers in Amhara and 25% in Oromia reporting that their students can read sentences and are at grade level. Household participation in reading activities with the child is also low, with only 35% of households in Amhara and 25% in Oromia reporting that they engage in reading activities with their children. Parents report that they face significant barriers in helping their children with reading, including lack of time, lack of resources, and lack of knowledge about how to help their children. The baseline results also indicate that there are significant differences in reading skills between children in Amhara and Oromia regions. Children in Amhara region perform better in reading skills, particularly in letter and fidel name knowledge and initial sound identification. However, children in Oromia region perform better in oral passage reading and listening passage comprehension. The evaluation design and baseline data collection provide a comprehensive understanding of the current state of reading skills among children in Amhara and Oromia regions. The results of this evaluation will inform the development of the READ CO program and help to identify areas where interventions are needed to improve reading skills among children in these regions. The baseline results highlight the need for targeted interventions to improve reading skills among children in Amhara and Oromia regions. The READ CO program should focus on providing training and support to teachers, parents, and children to improve reading skills and increase household participation in reading activities. The program should also address the barriers faced by parents in helping their children with reading, including lack of time, lack of resources, and lack of knowledge about how to help their children. The evaluation design and baseline data collection provide a solid foundation for the READ CO program to build on. The program should continue to monitor and evaluate the progress of children in Amhara and Oromia regions and make adjustments as needed to ensure that the program is meeting its goals and objectives.